Development and theoretical validity of the PedCresce game on nursing consultation with children
Desarrollo y validación teórica del juego PedCresce en consulta de enfermería infantil
Desenvolvimento e validação teórica do jogo PedCresce sobre consulta de enfermagem à criança
Bruna Gonçalves Gratão; George Oliveira Silva; Natália Del’ Angelo Aredes
Abstract
Objective to develop and validate the PedCresce game content and appearance about nursing consultation with children in the context of Primary Health Care.
Method a descriptive and exploratory study to validate a board game with child health experts, conducted between 2022 and 2023. The Cardinot, McCauley and Fairfield guide for developing board games, developed to support educators, was adopted as a methodological framework. Content validity was verified by the Content Validity Index, and agreement was verified by the Modified Kappa Coefficient, with values >0.8 being considered validated.
Results of the 60 challenges that make up the game cards, 51 obtained satisfactory content validity indices and excellent inter-rater agreement, with nine being mandatorily revised according to experts’ suggestions. The assessment of pedagogical aspects and appearance of the game obtained excellent agreement.
Conclusion and implications for practice the PedCresce board game with 60 challenges was developed based on scientific literature and validated by experts, reaching more than 0.8 in the Content Validity Index and Kappa coefficient. The PedCresce game validity ensures the pedagogical relevance and quality of the information contained in the educational game, being a tool to support teaching and learning.
Keywords
Resumen
Palabras clave
Resumo
Objetivo: desenvolver e validar o conteúdo e a aparência do jogo PedCresce sobre consulta de enfermagem à criança no contexto da Atenção Primária à Saúde.
Método: estudo descritivo e exploratório para validação de um jogo de tabuleiro com experts em saúde da criança, conduzido entre 2022 e 2023. Adotou-se como referencial metodológico o guia de Cardinot, McCauley e Fairfield para elaboração de jogos de tabuleiros, desenvolvido para apoiar educadores. A validade de conteúdo foi verificada pelo Índice de Validade de Conteúdo, e a concordância, verificada pelo Coeficiente de Kappa Modificado, sendo considerados validados valores >0,8.
Resultados: dos 60 desafios, que constituem as cartas do jogo, 51 obtiveram índices satisfatórios de validade de conteúdo e excelente concordância entre avaliadores, sendo que nove foram obrigatoriamente revisados segundo as sugestões dos experts. A avaliação dos aspectos pedagógicos e aparência do jogo obtiveram excelente concordância.
Conclusão e implicações para a prática: o jogo de tabuleiro PedCresce, com 60 desafios, foi desenvolvido a partir de literatura científica e validado por experts, atingindo mais que 0,8 no Índice de Validade de Conteúdo e coeficiente Kappa. A validação do jogo PedCresce assegura a relevância pedagógica e qualidade das informações contidas no jogo educativo, sendo uma ferramenta de apoio ao ensino-aprendizagem.
Palavras-chave
Referências
1 Souza LS, Jacob LMS, Lucena EES, Costa RRO. Experiências brasileiras no acompanhamento de crescimento e desenvolvimento infantil no contexto da Atenção Básica. Enfermagem em Foco. 2021 ago 30;12(2):407-13.
2 Araújo LA, Veloso CF, Souza MD, Azevedo JM, Tarro G. The potential impact of the COVID-19 pandemic on child growth and development: a systematic review. J Pediatr. 2021 ago 18;97(4):369-77.
3 Goldman RH, Zajac L, Geller RJ, Miller MD. Developing and implementing core competencies in children’s environmental health for students, trainees and healthcare providers: a narrative review. BMC Med Educ. 2021 dez;21(1):503.
4 Salehi AM, Mohammadi HA, Jenabi E, Khanlarzadeh E, Ashtari K. Quality of evidence and pedagogical strategy in using gamification in medical education literature: a systematic review. Simul Gaming. 2023 dez;54(6):598-620.
5 Batista IT, Maia ICL, Rocha AS, Morais RS. Metodologias focadas na gamificação para o ensino superior na área da enfermagem: uma revisão integrativa. Revista Ibero-Americana de Humanidades. Ciênc Educ. 2023 abr 29;9(4):966-83.
6 Malicki A, Vergara FH, Van de Castle B, Goyeneche P, Mann S, Preston Scott M et al. Gamification in Nursing Education: An Integrative Literature Review. J Contin Educ Nurs. 2020 nov 1;51(11):509-15.
7 Aredes NDA, Dias DMV, Fonseca LMM, Campbell SH, Martins JCA, Rodrigues MA. E-baby skin integrity: evidence-based technology innovation for teaching in neonatal nursing. Esc Anna Nery. 2018;22(3).
8 Webb M, Henderson B. G57(P) Gamification: Student feedback and creation of bespoke board games. Arch Dis Child. 2017 maio 1;102(Suppl 1):A24.
9 Kapp KM. The gamification of learning and instruction: game-based methods and strategies for training and education. Zürich: Pfeiffer; 2012.
10 Arruzza E, Chau M. A scoping review of randomised controlled trials to assess the value of gamification in the higher education of health science students. J Med Imaging Radiat Sci. 2021;52(1):137-46.
11 Costa IKF, Tibúrcio MP, Costa IKF, Dantas RAN, Galvão RN, Torres GV. Development of a virtual simulation game on basic life support. Rev Esc Enferm USP. 2018;52:e03382.
12 Floryan M, Chow PI, Schueller SM, Ritterband LM. The model of gamification principles for digital health interventions: evaluation of validity and potential utility. J Med Internet Res. 2020;22(6):e16506.
13 Zainuddin Z, Chu SKW, Shujahat M, Perera CJ. The impact of gamification on learning and instruction: A systematic review of empirical evidence. Educ Res Rev. 2020;30:100326.
14 Krath J, Schürmann L, von Korflesch HFO. Revealing the theoretical basis of gamification: A systematic review and analysis of theory in research on gamification, serious games and game-based learning. Comput Human Behav. 2021;125:106963.
15 King CE, Kells A, Trout L, Yirinec A, Zhou S, Zurca AD. Gamification educational intervention improves pediatric nurses’ comfort and speed drawing up code-dose epinephrine. J Pediatr Nurs. 2023;71:55-9.
16 Cohen B, Nirappil J, Sokoloff W, McCabe ME, Broder M. 40. Chamily Challenge: the impact and efficacy of team-based gamification on pediatric resident engagement. Acad Pediatr. 2020;20(7):e20.
17 Woolwine S, Romp CR, Jackson B. Game on: evaluating the impact of gamification in nursing orientation on motivation and knowledge retention. J Nurses Prof Dev. 2019;35(5):255-60.
18 McClincy M, Seabol LG, Riffitts M, Ruh E, Novak NE, Wasilko R et al. Perspectives on the gamification of an interactive health technology for postoperative rehabilitation of pediatric anterior cruciate ligament reconstruction: user-centered design approach. JMIR Serious Games. 2021;9(3):e27195.
19 Schultz K, Klein M, Sucharew H, McDonald J, DeBlasio D, Cooperstein E et al. The impact of a gamified curriculum using Kahoot! on musculoskeletal knowledge and skill acquisition among pediatric residents. Acad Pediatr. 2022;22(8):1265-70.
20 Yusoff MSB. ABC of content validation and content validity index calculation. Educ Med J. 2019 jun 28;11(2):49-54.
21 Cardinot A, McCauley V, Fairfield JA. Designing physics board games: a practical guide for educators. Phys Educ. 2022;57(3):035006.
22 Fehring R. The Fehring model. In: Paquette M, Carroll-Johson P, editors. Classification of nursing diagnosis: proceedings of the tenth conference of North American Nursing Diagnoses Associations. Philadelphia: JB Lippincott; 1994.
23 Alexandre NMC, Coluci MZO. Validade de conteúdo nos processos de construção e adaptação de instrumentos de medidas. Cien Saude Colet. 2011 jul;16(7):3061-68.
24 Cicchetti DV, Sparrow SA. Developing criteria for establishing interrater reliability of specific items: applications to assessment of adaptive behavior. Am J Ment Defic. 1981;86:127–37.
25 Brasil. Ministério da Saúde. Política Nacional de Atenção Integral à Saúde da Criança (PNAISC) [Internet]. Brasília: Ministério da Saúde; 2015 [citado 2024 set 13]. Disponível em:
26 Brasil. Ministério da Saúde. Manual de quadros de procedimentos: Aidpi Criança: 2 meses a 5 anos [Internet]. Brasília: Ministério da Saúde; 2017 [citado 2024 set 13]. Disponível em:
27 Brasil. Ministério da Saúde. Guia alimentar para crianças brasileiras menores de 2 anos - Versão Resumida [Internet]. Brasília: Ministério da Saúde; 2021 [citado 2024 set 13]. Disponível em:
28 Brasil. Ministério da Saúde. Programa Nacional de Suplementação de Ferro: Manual de Condutas Gerais [Internet]. Brasília: Ministério da Saúde; 2013 [citado 2024 set 13]. Disponível em:
29 Weffort VR, Maranhão HD, Mello ED, Barretto JR, Fisberg M, Moretzsohn MD. Consenso sobre anemia ferropriva: atualização: destaques 2021 [Internet]. São Paulo: Sociedade Brasileira de Pediatria; 2021 [citado 2024 set 13]. Diretrizes, no. 2. Disponível em:
30 Hernon O, McSharry E, MacLaren I, Carr PJ. The use of educational technology in teaching and assessing clinical psychomotor skills in nursing and midwifery education: a state-of-the-art literature review. J Prof Nurs. 2023 mar 1;45:35-50.
31 Seymour A, Borggren M, Baker R. Escape the monotony: gamification enhances nursing education. J Emerg Nurs. 2023 nov 1;49(6):805-10.
32 Othman SY, Ghallab E, Eltaybani S, Mohamed AM. Effect of using gamification and augmented reality in mechanical ventilation unit of critical care nursing on nurse students’ knowledge, motivation, and self-efficacy: A randomized controlled trial. Nurse Educ Today. 2024 nov 1;142:106329.
33 King CE, Kells A, Trout L, Yirinec A, Zhou S, Zurca AD. Gamification educational intervention improves pediatric nurses’ comfort and speed drawing up code-dose epinephrine. J Pediatr Nurs. 2023 jul 1;71:55-9.
34 López-Fernández D, Gordillo A, Alarcón PP, Tovar E. Comparing traditional teaching and game-based learning using teacher-authored games on computer science education. Ieee Trans Educ. 2021 mar 12;64(4):367-73.
35 Lickiewicz J, Hughes P, Makara-Studzińska M. The use of board games in healthcare teaching. Nursing Problems/ Problemy Pielęgniarstwa. 2020;28(2):71-4.
36 Gauthier A, Kato PM, Bul KC, Dunwell I, Walker-Clarke A, Lameras P. Board games for health: a systematic literature review and meta-analysis. Games Health J. 2019 abr 1;8(2):85-100.
37 Cosimini MJ, Collins J. Card and board game design for medical education: length and complexity considerations. Korean J Med Educ. 2023 set;35(3):291-6.
38 Chatzea VE, Logothetis I, Kalogiannakis M, Rovithis M, Vidakis N. Digital educational tools for undergraduate nursing education: a review of serious games, gamified applications and non-gamified virtual reality simulations/tools for nursing students. Information. 2024 jul 15;15(7):410.
39 Wu CS, Chen MF, Hwang HL, Lee BO. Effectiveness of a nursing board games in psychiatric nursing course for undergraduate nursing students: an experimental design. Nurse Educ Pract. 2023 jul 1;70:103657.
40 Tinôco JD, Silva LS, Medeiros TM, Grande ME, Guedes ML, Fernandes MI et al. “Enfermeiro Diagnosticador” board game for teaching diagnostic reasoning in nursing: a quasi-experimental study. Acta Paul Enferm. 2023 fev 6;36: eAPE00001. http://doi.org/10.37689/acta-ape/2023AO000111.
41 Dutra BD, Nascimento KC, Echevarría-Guanilo ME, Sparapani VC, Lanzoni GMM. Validation of an educational game about first aid for schoolchildren. Rev Bras Enferm. 2021;74(6):e20201107.
42 Amador DD, Mandetta MA. Development and validation of a board game for children with cancer. Acta Paul Enferm. 2022;35:eAPE00121. http://doi.org/10.37689/acta-ape/2022AO00121.
43 Maciel MPR, Costa LMA, Sousa KHJF, Oliveira AD S, Amorim FCM, Moura LKB et al. Construction and validation of a serious game about human papillomavirus infection. Acta Paul Enferm. 2022;35:eAPE03012. http://doi.org/10.37689/acta-ape/2022AO03012.
44 Pollio EW, Patton EM, Nichols LS, Bowers DA. Gamification of primary care in a baccalaureate nursing education program. Nurs Educ Perspect. 2023 mar 1;44(2):126-7.
45 Almeida IS, Pinto C, Lima A, Moreira T, Fernandes CS. Game4NurseSupervisor: development of a board game for Nursing Mentoring. Nurse Educ Pract. 2024 mar 1;76:103939.
46 Carvalho PD, Andrade LS, Oliveira WA, Masson L, Silva JL, Silva MA. Essential health promotion competencies in nursing training: An integrative review. Acta Paul Enferm. 2021 jul 14;34:eAPE02753. http://doi.org/10.37689/acta-ape/2021AR02753.
47 Pauline-Graf D, Mandel SE, Allen HW, Devnew LE. Assumption validation process for the assessment of technology-enhanced learning. Contemp Educ Technol. 2021;13(4):ep316.
48 SantAna Honorato EJ, Souza DC, Lemos SM, Silva TA, Carvalho ES, Monteiro AM, et al. The use of educational technologies in health: an integrating literature. Int J Innov Educ Res [Internet]. 2019 Jul. 1 [citado 2024 nov 04];7(7):177-9. Disponível em:
49 Alves SAA, Abreu LC, Cunha NDP, Almeida Júnior ÁD, Abreu CIPO, Meirelles ACA et al. Description of the scientific method for the preparation and validation of educational technologies in digital format: a methodological study. Revista Brasileira de Crescimento e Desenvolvimento Humano. 2023 maio 1;33(2):299-309.
Aceito em:
20/03/2025
Facebook
Google+
Twitter
LinkedIn
Mendeley
StumbleUpon
CiteULike
Reddit
Email